FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W296004291> ?p ?o ?g. }

• W296004291 abstract "One of the difficulties encountered by novice problem solvers in introductory physics is in the area of problem solving. It has been shown in other studies that poor problem solvers are effected by the surface aspects of the problem in contrast with more efficient problem solvers who are capable of constructing a mental model of the physical situation before the mechanics to solve the problem are begun. It was hypothesized that a neophyte physics problem solver focuses on the technical terminology of physics rather than on the underlining process; the new vocabulary that is introduced confounds the process of problem solving. The treatment in the experimental study was a reading passage in potential and kinetic energy along with examples in solving energy problems. Two treatments are being developed whir.11 are identical except in the use of traditional or non-traditional terms. The non-traditional terms were invented, nonsense terms. A population of 31 high school students ages 15 to 18 were be randomly assigned to two groups. It was found that there wano statistically significant difference between the means of the two groups. Background Students in the introductory high school and college physics course traditionally have a difficult time solving problems; the difficulty stems from the need to isolate several dynamic variables and understand the inter relationships. Over the course of time the expert problem solver has developed steps in his problem solving strategy. When the unsuccessful novice physics student attempts to model the expert, the result is usually confusion; the student will say the correct words but use them in an inappropriate manner. What results is not an understanding of problem solving but a series of remembered terms. The question being proposed deals with the use of the technical terms of physics. Is there an interfering effect between the learning of the new terms and the physics concepts? The problem then is part science instruction and part semantics and language usage. The science student is learning both the subject matter and new terms. A second question that we may be asked is: how do the students distinguish between 'he concept and the semantics? The point of science education is to make the learning of science more efficient and lucid. Gamble (1986) states that science education is at a dangerous stage when both the teacher and the student know the meaning of a word and each assumes that both share the same meaning. It is the proposition here that the The Effect of New Vocabulary on Problem Solving in Novice Physics Students terminology is unimportant, that what Jacobson (1984) calls absolute synonymy applies to physics instruction and that the students who are not required to learn new terms as well as new concepts will score higher on achievement tests. The use of technical terminology in a scientific discipline is mearly nomenclature and therefore is not part of language. The technical terminology is based in extralinguistic reality, that is the nature of the object in discipline of question (Coseriu 1974). It is appropriate therefor to distinguish between the subject matter and the terminology. The terms used in the discipline are separate entities from the concepts themselves. The number of studies which deal with the use of language in physics instruction are few. Kwok (1982) compared the physics achievement of tenth grade Chinese speaking students who received physics instruction in Chinese with similar students receiving physics instruction in English. Kwok states that previous research in the use of a second language as the medium of science instruction to be detrimental to the science learning. He predicts that the Anglo-Chinese students will measure lower on the achievement scale than the receivers of instruction in Chinese. The results of the study show there to be no statistically significant difference between the two instruction groups. ( Student who are provided a non-verbal introduction to physics will have higher mean scores on problem solving task than those who are not. Mass and Finegold (1985) have found that one of the differences between good and poor physics problem solvers is that good problem solvers have the ability to translate problems and statements more correctly than poorer problem solvers. The poorer students lack the ability to make subtle differentiations in the meanings If words. They discovered that even when information is presented pictorially in the form of graphs or charts, theuse of language in the representation causes difficulty with the poorer problem solvers. The Effect of New Vocabulary on Problem Solving in Novice Physics Students In a similar study, Larkin and Reif (1981) found that there are two models of problem solving, one that is characteristic of the expert and one characteristic of the novice physics problem solver. The novice problem-solver initiate problem solving by generating a mathematical model of the given situation. Relevant principles are identified and apc*.ed to the problem. The mathematical equations are then manipulated to arrive at the solution. This method of problem solving is contrasted with the expert who has a general approach; the expert constructs a low detail description of the problem which he uses to select a method of approach in arriving at the solution. The difference between these approaches is in the formation stage; where the problem solver is initially moving from the problem on the paper to the image of the model in his head. The novice moves directly from the stated problem to the mathematical representation. In this process the use of the technical terms which have no bearing on the concept underlying the problem may befuddle the poorer problem solver. The expert on the other hand moves from the problem to an inte-rnediate step of constructing an overview of the problem. A number of studies have established that students who enter a physics course arrive with definite concepts about the way in which physics works. A corollary thesis is concerned with the use of inappropriate terminology when solving problems. It is proposed that students who are learning a rote method of problem solving will interpret their problem solving strategies as being valid when they are able to mimic a sequence of phrases or reproduce a series of equations on paper and pencil test. In the traditional class room thee -.re the operational definitions of problem solving. Pallrand and Seeber (1984) found that physics achievement was directly related to entering spatial visual abilities and that student spatial visual abilities increased as a result of taking a physics course. Research in the field of problem solving is relevant to physics instruction. A part of the introductory course in physics is in the instruction of a type of problem solving. Studies have been done on determining factors which differentiate the poor and and good problem solvers. De Jong and Ferguson (1986) found that the poor" @default.
• W296004291 created "2016-06-24" @default.
• W296004291 creator A5001946297 @default.
• W296004291 date "1989-01-01" @default.
• W296004291 modified "2023-09-25" @default.
• W296004291 title "The Effect of New Vocabulary on Problem Solving in Novice Physics Students." @default.
• W296004291 cites W2099155179 @default.
• W296004291 cites W2112734313 @default.
• W296004291 hasPublicationYear "1989" @default.
• W296004291 type Work @default.
• W296004291 sameAs 296004291 @default.
• W296004291 citedByCount "0" @default.
• W296004291 crossrefType "journal-article" @default.
• W296004291 hasAuthorship W296004291A5001946297 @default.
• W296004291 hasConcept C138885662 @default.
• W296004291 hasConcept C145420912 @default.
• W296004291 hasConcept C2777601683 @default.
• W296004291 hasConcept C33923547 @default.
• W296004291 hasConcept C41008148 @default.
• W296004291 hasConcept C41895202 @default.
• W296004291 hasConceptScore W296004291C138885662 @default.
• W296004291 hasConceptScore W296004291C145420912 @default.
• W296004291 hasConceptScore W296004291C2777601683 @default.
• W296004291 hasConceptScore W296004291C33923547 @default.
• W296004291 hasConceptScore W296004291C41008148 @default.
• W296004291 hasConceptScore W296004291C41895202 @default.
• W296004291 hasLocation W2960042911 @default.
• W296004291 hasOpenAccess W296004291 @default.
• W296004291 hasPrimaryLocation W2960042911 @default.
• W296004291 hasRelatedWork W1830318671 @default.
• W296004291 hasRelatedWork W2068650141 @default.
• W296004291 hasRelatedWork W2188465704 @default.
• W296004291 hasRelatedWork W2207260587 @default.
• W296004291 hasRelatedWork W2403942196 @default.
• W296004291 hasRelatedWork W241485129 @default.
• W296004291 hasRelatedWork W2500335460 @default.
• W296004291 hasRelatedWork W2626114480 @default.
• W296004291 hasRelatedWork W2732085798 @default.
• W296004291 hasRelatedWork W2808626604 @default.
• W296004291 hasRelatedWork W2914412223 @default.
• W296004291 hasRelatedWork W2972664924 @default.
• W296004291 hasRelatedWork W3032058967 @default.
• W296004291 hasRelatedWork W3045101878 @default.
• W296004291 hasRelatedWork W3114270672 @default.
• W296004291 hasRelatedWork W3120548930 @default.
• W296004291 hasRelatedWork W3134911827 @default.
• W296004291 hasRelatedWork W3193395043 @default.
• W296004291 hasRelatedWork W3196430691 @default.
• W296004291 hasRelatedWork W192707415 @default.
• W296004291 isParatext "false" @default.
• W296004291 isRetracted "false" @default.
• W296004291 magId "296004291" @default.
• W296004291 workType "article" @default.